in. Five. Knees bent. Six. Springing step. Seven. Ball of foot touch ing floor first. Eight. Quietly as possible.

Boys and girls then separate, marching in opposite directions around the room till the leaders meet, then all face toward platform, all stand ing at ease.

TEACHING PRIMARY READING.

A course of instruction in Reading is most conveniently conceive! under the three heads-the Mental Element, the Vocal Element, and the Physical Element. The Mental Element embraces the conditions c good reading: the Vocal and the Physical Elements pertain to the act of expression in reading. The Vocal Element relates to the audible expression of thought, while the Physical Element relates to its visible expression; the former addresses the mind through the ear; the latter through the eye. In a previous article, the Mental Element, or the condition of the mind in reading, was considered; in the present article attention is called to the use of the voice in reading.

For the training and management of the voice in reading, the suggestions given may be embraced under three leading heads. First, there should be some exercises to train the voice to flexibility and accuracy in the utterance of words; Second, each individual word should be correctly pronounced; Third, care should be taken that the manner of expressing the words in sentences should be natural and pleasing. These three divisions of the word element will be considered under the heads of Exercises, Pronunciation, and Expression.

I. VOCAL EXERCISES.-Pupils require some vocal exercise to give flexibility and precision to the voice. Such exercises will also train the ear to a delicacy of perception that will enable the pupil to notice and correct his errors and improve his utterance. A proper course of vocal training will give such a control over the voice that it can be readily adapted to the different forms of sentiment found in the various selec tions of literature. Some exercises similar to the following are suggest ed:

1. The voice should be trained in respect to force, pitch and rate. The vowel sounds (vocals) ā, ä, â, ă, é, é, etc., should be used for this purpose. These vocals may be united with the consonant sounds (subvocals); as bă, bă, bâ, bă, etc. Drill the pupils on special words, arm, gold, strike, etc., for the same purpose.

2. For exercises in Force, require pupils to repeat the sounds with varying force from soft to loud. Have similar exercises on words and on

sentences appropriately selected.

3. For exercises in Pitch, have pupils repeat the vocals on different

egrees of the musical scale from low to high. Have them sing the scale that t may be used in these exercises on pitch. Drill also on slides or inflec ions of the voice, both rising and falling, using the vocals and also -words. A little drill on the circumflex will also be useful in training the voice and the ear.

4. For a drill in Time, use the vocals and words, repeating them with shorter and longer time. Have them read sentences with different degrees of time. Continue such drills until they can command their voices in respect to rate. A drill also on pauses will be of advantage.

5. For a drill in Emphasis, use properly selected sentences containing emphatic words. Show that emphasis consists of the three elements, force, slides, and time, all united on one word; and see that they use these three elements in giving emphasis. Sentences containing contrasted emphasis will be of special use in this exercise.

Exercises similar to those above suggested are strongly recommended to the teachers of reading in our public schools. A teacher, with the assistance of some good reading book or work on elocution, can make out a list of drill exercises such as we have described. A daily drill on these exercises will be of great value to his pupils. Time could be econo

mized by drilling several classes at the same time.

II. PRONUNCIATION.-Correct pronunciation is an essential element in good reading. No matter how flexible and musical the voice or how artistic its use in expression, a faulty pronunciation of words will mar the reading like blots of ink on a beautiful picture. Great care should therefore be taken to teach the correct pronunciation of words. Remember that pronunciation includes two things; the correct utterance of the elementary sounds of words and the correct placing of the accent, called articulation and accent. These are the only elements that enter into pronunciation; every possible error in the pronunciation of a word is a mistake either of articulation or accent. When the elementary sounds are uttered correctly and the accent is properly placed, the pronunciation is correct. The following suggestions will be of value to the teacher :

1. See that the pupil is able to pronounce words at sight. Bad reading often results from the pupil's stumbling over the pronunciation of words with which he is not familiar. Require pupils to know the words at a glance, so that they can speak them in reading without hesitation or stammering.

2. It is often well to go over the sentence or paragraph and have the pupils pronounce the words before they attempt to read. They may sometimes begin at the latter part of the paragraph and "pronounce the words backward."

3. With the more advanced classes, before reading a new lesson, go

in. Five. Knees bent. Sir. Springing step. Seven. Ball of foot touching floor first. Eight. Quietly as possible.

Boys and girls then separate, marching in opposite directions around the room till the leaders meet, then all face toward platform, all standing at ease.

TEACHING PRIMARY READING.

A course of instruction in Reading is most conveniently conceived under the three heads-the Mental Element, the Vocal Element, and the Physical Element. The Mental Element embraces the conditions of good reading: the Vocal and the Physical Elements pertain to the act of expression in reading. The Vocal Element relates to the audible expression of thought, while the Physical Element relates to its visible expression; the former addresses the mind through the ear; the latter through the eye. In a previous article, the Mental Element, or the condition of the mind in reading, was considered; in the present article attention is called to the use of the voice in reading.

For the training and management of the voice in reading, the suggestions given may be embraced under three leading heads. First, there should be some exercises to train the voice to flexibility and accuracy in the utterance of words; Second, each individual word should be correctly pronounced; Third, care should be taken that the manner of expressing the words in sentences should be natural and pleasing. These three divisions of the word element will be considered under the heads of Exercises, Pronunciation, and Expression.

I. VOCAL EXERCISES.-Pupils require some vocal exercise to give flexibility and precision to the voice. Such exercises will also train the ear to a delicacy of perception that will enable the pupil to notice and correct his errors and improve his utterance. A proper course of vocal training will give such a control over the voice that it can be readily adapted to the different forms of sentiment found in the various selections of literature. Some exercises similar to the following are suggested:

1. The voice should be trained in respect to force, pitch and rate. The vowel sounds (vocals) ā, ä, â, ă, è, è, etc., should be used for this purThese vocals may be united with the consonant sounds (subvocals); as bã, bã, bâ, bă, etc. Drill the pupils on special words, arm, gold, strike, etc., for the same purpose.

pose.

2. For exercises in Force, require pupils to repeat the sounds with varying force from soft to loud. Have similar exercises on words and on

sentences appropriately selected.

3. For exercises in Pitch, have pupils repeat the vocals on different

degrees of the musical scale from low to high. Have them sing the scale that it may be used in these exercises on pitch. Drill also on slides or inflec tions of the voice, both rising and falling, using the vocals and also words. A little drill on the circumflex will also be useful in training the voice and the ear.

4. For a drill in Time, use the vocals and words, repeating them with shorter and longer time. Have them read sentences with different degrees of time. Continue such drills until they can command their voices in respect to rate. A drill also on pauses will be of advantage.

5. For a drill in Emphasis, use properly selected sentences containing emphatic words. Show that emphasis consists of the three elements, force, slides, and time, all united on one word; and see that they use these three elements in giving emphasis. Sentences containing contrasted emphasis will be of special use in this exercise.

Exercises similar to those above suggested are strongly recommended to the teachers of reading in our public schools. A teacher, with the assistance of some good reading book or work on elocution, can make out a list of drill exercises such as we have described. A daily drill on these exercises will be of great value to his pupils. Time could be economized by drilling several classes at the same time.

II. PRONUNCIATION.-Correct pronunciation is an essential element in good reading. No matter how flexible and musical the voice or how artistic its use in expression, a faulty pronunciation of words will mar the reading like blots of ink on a beautiful picture. Great care should therefore be taken to teach the correct pronunciation of words. Remember that pronunciation includes two things; the correct utterance of the elementary sounds of words and the correct placing of the accent, called articulation and accent. These are the only elements that enter into pronunciation; every possible error in the pronunciation of a word is a mistake either of articulation or accent. When the elementary sounds are uttered correctly and the accent is properly placed, the pronunciation is correct. The following suggestions will be of value to the teacher:

1. See that the pupil is able to pronounce words at sight. Bad reading often results from the pupil's stumbling over the pronunciation of words with which he is not familiar. Require pupils to know the words at a glance, so that they can speak them in reading without hesitation or stammering.

2. It is often well to go over the sentence or paragraph and have the pupils pronounce the words before they attempt to read. They may sometimes begin at the latter part of the paragraph and “pronounce the words backward."

3. With the more advanced classes, before reading a new lesson, go

over it and have the pupils pronounce the unfamiliar or difficult words. Some of these may be written on the black-board to aid the pupils in remembering them.

4. Careful attention should be given to articulation. Be particular to secure clear and distinct enunciation. Do not permit a drawling tone in the utterance of words, nor a slovenly, careless or unrefined pronunciation. A daily drill on the elementary sounds will be found of great advantage in teaching articulation.

5. Be careful that pupils place the accent properly. Many mistakes in pronunciation are merely of misplaced accent. Correct with care such common errors as idea, are'a, complex', compound', construe', in'quiry, abdomen, mu'suem, etc.

6. Make a list of such words as are frequently mispronounced, and drill the pupils upon them until the habit of correct pronunciation is acquired. Remember how difficult it is to change from an old to a new prounciation of a word, and be not content with mere corrections and suggestions, but insist upon frequent repetition until the new habit is formed.

7. Finally, endeavor to create a spirit of pride and competition in your school with respect to the correct pronunciation of words. casional "pronouncing match" with the more advanced pupils will be of advantage. Ever bear in mind that the correct and finished pronunciation of words is one of the first conditions of good reading.

III. EXPRESSION. The proper use of the voice in the utterance of successive words in sentences and paragraphs, which we call Expression, is the final step in reading. This is a high accomplishment, and demands great care for its attainment. What has been previously explained is all preparatory to this final object; but a few special suggestions on expression will be of value to the teacher.

1. The fundamental principle of expression is that the voice be used so that it will exactly express the thought which is in the mind. The voice should reflect the mind, and thus be adapted to the sentiment read. To secure this the teacher must see that the three mental conditions, comprehension, appreciation and conception-are complied with. He must then see that the three elements of voice-force, pitch and rate-are such as the sentiment requires.

2. The teacher must see that the pupils read naturally, as they would talk, provided of course that they talk correctly. Make the natural expression of the pupil the basis of his method of reading. If he does not read a sentence in the proper way, require him to look off his book and tell you the subject of the lesson.

3. Be careful to secure a proper variety in the tone of the voice, as in natural conversation. Do not allow the use of the stilted mechanical